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PhD in Educational Psychology

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Doctor of Philosophy

Application & Tuition

Develop your capacity to enhance educational settings and address issues related to learning and cognition. This small and dynamic program provides the opportunity to work collaboratively with faculty members to deepen your knowledge and advance your career.

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Program Overview Program Design & Courses Location Faculty Future Pathways Student Experiences Contact

PROGRAM OVERVIEW

Designed for.

MA holders who wish to develop specialized knowledge and skills through advanced study in educational psychology.

Program Format

• 20 units of coursework plus Doctoral exam and thesis
• In-person classes, typically at the Burnaby campus
• Late afternoon or evening classes

Intake Schedule

Applications are accepted biennually.

Next Start Term Fall 2025

PROGRAM DESIGN & COURSES

Program design.

This program is ideal to prepare you for a variety of roles, including faculty members at universities and colleges, advisory positions, educational consultants, researchers, and training specialists.

Note: A PhD degree in educational psychology at SFU does not meet requirements for the following:

• Certified school psychologist with the BC Association of School Psychologists
• Certified counselling psychologist with the BC Association of Clinical Counsellors
• Registered school or clinical psychologist with the BC College of Psychologists

Students interested in becoming registered PhD psychologists are advised to seek admission to Canadian Association of Psychologists accredited programs, such as the clinical psychology PhD program in the Psychology department at SFU. UBC also offers CPA PhD accredited programs in school psychology and counselling psychology.

Students complete:

EDUC 971-4 - Advanced Topics in Educational Psychology

In-depth critical analysis of select topics in educational psychology. Students with credit for EDUC 865 may not take this course for further credit. Prerequisite: EDUC 860.

EDUC 975-4 - Advanced Quantitative Methods in Educational Research

Methods for analyzing multivariate data in educational research, meta-analytic methods, and applications and frailties of advanced quantitative analysis. Illustrations from educational research are used throughout. Students with credit for EDUC 865 may not take this course for further credit. Prerequisite: EDUC 863 and 864 or permission of instructor.

12 UNITS OF ADDITIONAL COURSE WORK

Chosen with the approval of a Senior Supervisor

EDUC 899-18 - Doctoral Thesis

A major part of this program is original research. A thesis describing this is submitted and defended. Normally, before the fourth course a thesis research plan is presented to the supervisory committee. Upon entry to the program, every term students enroll in EDUC 899-18 Doctoral Thesis.

EDUC 983-5 - Doctoral Comprehensive Examination

The examination is graded on a satisfactory/unsatisfactory basis.

Normally, the comprehensive examination is completed in the term in which course requirements are completed, or the term immediately following.

Students who wish to register with the BC College of Psychologists will need to meet additional requirements outside the scope of this program.

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.

Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.

Faculty members are recognized for their work in developing, advancing and enacting knowledge that makes a difference in public education. We follow a rigorous research program to investigate theory and provide innovative leadership in issues of educational pedagogy.

Educational Psychology Faculty

• Elina Birmingham  (Academic Coordinator)
• Maureen Hoskyn  (Academic Coordinator)
• Robyn Ilten-Gee

FUTURE PATHWAYS

Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await. Two-thirds of our graduates work as faculty members at universities and colleges.  

Occupations

• Faculty members at universities and colleges
• Advisory positions for teachers, social workers, parents
• Educational consultants, analysts
• Directors of instruction
• Training and development specialists
• Researchers

STUDENT EXPERIENCES

Meet some Educational Psychology PhD alumni.

If you didn’t know her, you could easily dismiss Alexandra Patzak as an exceptional doctoral graduate who is being awarded with the top honour of a dean’s convocation medal. This is an incredible achievement to be celebrated—and one that Patzak accomplished alongside her unique experience as a student with a visual impairment navigating university life.

"During my program I was fortunate to work with many faculty and administration members in a number of projects within and outside my program, and I feel I’ve learned different sets of academic skills from each and every one of them."

"This dialogue with SFU provided me with the opportunity to experience the sort of personal mentoring that is so instrumental in the success of a graduate program."

"I was accepted into several Educational Psychology programs in the U.S. and Canada but felt that SFU would provide me with the best opportunities, resources, and training to support my career goals."

Dominic Trevisan , 2018 Graduate

LEARN MORE ABOUT THIS PROGRAM

Curious to know more about the program?

Learn more about Educational Psychology

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University of Northern British Columbia

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"To develop and disseminate knowledge in psychology, emphasizing areas of relevance to the North, especially the understanding of human health, human development, and social well-being."

Welcome from the Chair

Important forms, bsc program, changes to the psychology program – things to be aware of:.

• The changes to the program take effect as of the 2019/2020 calendar year. As students follow the academic calendar of the year they were admitted, students currently in the program will continue to follow the requirements listed in their calendar year.  You will find the requirements for your calendar year by running a degree evaluation through your Student Online Services. Need help? You will find information on how to run a degree evaluation online at www.unbc.ca/advising .
• Did you know? The Official version of the UNBC Calendar is always the pdf copy! You can find your calendar year by visiting www.unbc.ca/calendar , and clicking on the Calendar Archives link.
• Transfer credit is tied to when the coursework is completed. The BC Transfer Guide ( www.bctransferguide.ca ) is a great resource to see how coursework transferred previously and updates to the transfer agreements.
• Considering taking a class external to UNBC? Be sure to speak with your Student Advisor and complete a Letter of Permission (LOP) request as the Transfer Credit you are expecting may have changed significantly. Visit www.unbc.ca/advising for more information on the LOP process.
• Concerned about a requirement for your calendar year that is not being offered? Be sure to check in with your Student Advisor to discuss course progression as well as any substitutions and/or provisions that are in place for your calendar year. 
• Have a question about your degree evaluation? If you happen to see a requirement that doesn’t seem to belong (For example a 300 level class populating in the requirement spot for a 200 level) Not to worry – just bring it to the attention of your Student Advisor at your next appointment of via an email and we can adjust it.
• Other questions? Heard something from another student that concerns you? Please feel free to reach out to your Student Advisor or the Program Chair as they will be able to provide you with the most up to date information. 

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Psychology is the most popular undergraduate major at UBC with over 1,900 students working towards their BA or BSc degrees.

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Ranked among the world’s top psychology departments, we are a leader in research and scholarship at the graduate and postgraduate level.

We have over 60 faculty members and over 130 full-time graduate students and post-doctoral fellows conducting research across the vast spectrum of psychology.

The Department of Psychology at the University of British Columbia is a leader in research and scholarship — with diverse rankings placing us among the strongest departments in the world.

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Almost everything involves human interactions; psychology is always relevant. Get involved, explore your passions, develop your skills, and see how you can incorporate those into your time in the department of psychology—and UBC more broadly—to stand out.

Featured news, dr. anita delongis receives 2024 dean of arts mentorship award, psychology faculty receive sshrc insight development grants, dr. jiaying zhao receives grant for catalyzing research clusters, featured events, ubc giving day: support the psychology inclusive excellence (pie) student fund + join us for pie, stay connected, stay up to date with ubc psychology by subscribing to our newsletter..

9 things people get wrong about sociopaths, according to a sociopath

• Sociopaths are often depicted as unfeeling criminals and abusers.
• Dr. Patric Gagne, a psychologist and a diagnosed sociopath, wrote a memoir about her experiences.
• She described the many ways she felt misunderstood by others and struggled with finding help.

Diagnosed with sociopathic personality disorder in her 20s, Dr. Patric Gagne struggled to find resources to treat the symptoms she had all her life.

Since childhood, Gagne has felt starkly different from everyone else. She's wrestled with pervasive apathy, and violent urges that feel more calm than charged.

"Everyone else had access to hope," Gagne says in her new memoir, " Sociopath ." "Schizophrenics, alcoholics, bipolar depressives — there were treatment plans and support groups for all of them." Sociopaths in popular culture are "loathsome villains with few exceptions," like Hannibal Lecter in "The Silence of the Lambs" and Patrick Bateman in "American Psycho."

The lack of available care for sociopaths inspired Gagne to pursue a PhD in psychology, where she specialized in the relationship between sociopathy and anxiety. Eventually, she worked as a therapist, where she "earned a low-key reputation as 'the sociopath therapist,'" taking on clients with sociopathic tendencies.

Gagne's memoir cast light on a lot of misconceptions about sociopaths, from how they process emotions to how they form relationships.

1. Sociopaths do feel emotions, just not "social" ones

Sociopaths are often depicted in media as devoid of feelings entirely. But that's not true.

"Some feelings came naturally to me, like anger and happiness," Gagne writes. "But other emotions weren't so easy. Empathy and guilt, embarrassment and jealousy were like a language I couldn't speak or understand." She compares her emotional range to "a cheap set of crayons," where she can access primary colors but struggles with "more nuanced hues."

As an adult researching sociopathy and going to therapy, she learned that sociopaths — and even psychopaths — can feel basic emotions. But they don't experience "social emotions," such as shame, remorse, and even romantic love, because they feel a lack of attachment to people.

2. Anxiety drives violent or risky urges

In pop culture, sociopaths get a thrill out of hurting and manipulating others. But the driver of high-risk and harmful behavior is more complicated, Gagne argues.

She describes feeling a "pressure" and anxiety whenever she feels apathetic. "The nothingness, I'd started to notice, made my urge to do bad things more extreme," Gagne says.

Throughout the book, she tried to mitigate her violent or unlawful urges by committing smaller risky acts, like breaking into people's homes or temporarily stealing cars from drunk fraternity brothers.

Ultimately, she sees her past behavior as a "subconscious drive for feeling." Doing something dangerous didn't actively bring her joy as much as relieve tension and stress — similar, she said, to an OCD compulsion .

3. Unlike psychopaths, they can shows signs of change

"Sociopath" and "psychopath" are often used interchangeably, but there are some key differences . To make matters more confusing, they both fall under the term " antisocial personality disorder ," which Gagne finds unhelpful.

"While I could easily identify with most of the traits on the sociopathic and psychopathic checklists, I was only able to relate to about half of the antisocial ones," she says.

Gagne was diagnosed via a psychopath checklist , where scoring within a lower range indicates sociopathy more than psychopathy because the symptoms are not as extreme.

Related stories

While research on the diagnoses is still limited, Gagne says experts believe that, unlike psychopaths, sociopaths can feel anxiety and also show signs of learning right from wrong.

4. They're not devoid of healthy interests or hobbies

Sociopaths are often portrayed as stoic loners in media, with no hobbies other than committing crimes and hurting people.

In truth, they can have interests and hobbies just like anyone else. In the book, Gagne describes her passion for music (particularly jazz), her love for her childhood pet ferret, bonding with the kids she babysits, and becoming fascinated with psychology enough to turn it into a career.

5. They don't understand why some things are "wrong"

Throughout the book, Gagne explains how she finds it difficult to identify "bad" behavior.

"I may have been missing an emotional connection to the concepts of right and wrong, but I knew they existed," she says. Because she can't naturally feel fear, shame, guilt, or remorse, she wouldn't know when she was doing something that could make people uncomfortable or scared, like stealing or stalking.

Later in adulthood, she would try to pay people back when she felt she was doing something wrong. She'd bring flowers to the strangers' funerals she'd crash and fill up the cars she briefly stole with gas.

"One time someone left the stove on, so I turned it off," she said of a house she broke into. "It's my way of trying to balance the karma."

6. They may lie to avoid being judged

A common assumption is that sociopaths always lie for the fun of it, or for personal gain. In Gagne's case, she says she often lied about her feelings just to fit in. She felt claustrophobia whenever she realized she wasn't feeling the way she was "supposed" to, she says in the book.

When her pet ferret died, she felt sadness but couldn't authentically sob the way her sister did. Throughout her childhood, she didn't feel remorse or fear, and sharing that with others didn't help.

That made it hard for her to form genuine connections with others, because she feels like she has to perform or exaggerate emotions to make others comfortable.

7. They crave connection, too

Another big sociopath stereotype is that they're perfectly content being on their own. While Gagne always enjoyed solitude, she also felt loneliness from her inability to be honest about her disorder.

"No one could relate to me," she says. "Nobody wanted to spend time with me. Not the real me, anyway. I was utterly alone."

Over time, she learned how to be more honest, and found people who wouldn't judge her.

8. Treatment can improve their symptoms

In the book, Gagne mentions Dr. Ben Karpman, who theorized that sociopaths "are not hardwired to pursue an antisocial lifestyle and may be responsive to treatment."

Because of the lack of available treatment options, Gagne researched ways to help mitigate her symptoms. She found that cognitive behavioral therapy helped her unpack the feelings of anxiety that triggered unwanted actions. "It all boiled down to mindfulness," she writes.

Acceptance of being a sociopath also helped her, because she realized her anxiety often came from the pressure to fit in. She started to become more open about her diagnosis to reduce the feeling of always needing to hide from others.

9. They can maintain long, healthy relationships

Gagne got married to David, her childhood sweetheart. Together, they share two children, a dog, and a cat.

"I am a passionate mother and wife," she says in the book. "I am an engaging therapist. I am extremely charming and well-liked. I have lots of friends. I am a member of a country club. I throw parties for every occasion you can imagine."

She's been able to have lasting relationships with her friends and family because she sought treatment and answers, which is why she pursued her PhD and started publicly speaking about her experiences.

"I am a twenty-first-century sociopath," she says. "And I've written this book because I know I'm not alone."

Watch: I was assaulted by a Met Police officer at 14, I now train them. Here's how police racism works

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Positive psychology

Parent category, graduate degree programs in positive psychology, doctor of philosophy in school and applied child psychology (phd).

The doctoral program in school and applied child psychology is designed to prepare psychologists who can serve as practitioners and supervisors in the field, trainers of school psychologists, researchers, and leaders in school psychology. The typical doctoral program is 39 credits, beyond...

Master of Arts in School and Applied Child Psychology (MA)

The primary goal of the program is to develop professional psychologists whose research, training and practice activities increase the educational and psychological well-being of children and youth. The School and Applied Child Psychology program follows a scientist-practitioner model, with...

Master of Education in School and Applied Child Psychology (MEd)

The School and Applied Child Psychology program prepares graduate students to become psychologists who work in schools, academic, research, community and private practice settings. The primary goal of the program is to develop professional psychologists whose research, training and practice...

Academic Units in Positive psychology

Department of educational & counselling psychology, and special education, french name, french description, get key application advice, hear about the latest research opportunities and keep up with the latest news from ubc's graduate programs..

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MS in Clinical Psychoparmacology (Post Doctorate)

Increasing access to multi-dimensional mental health care

  Credit hours: 30

  On-campus (1 intensive Maymester course) and online courses

  Start terms:  fall

Apply to CU Denver

The post-doctoral masters of clinical psychopharmacology is designed to provide you with the didactic information to use clinical psychopharmacology information, comprehend new psychopharmacology research, and consider how this information can be integrated into an ethical and culturally responsive clinical psychology practice. Prescribing psychology has been shown to be a safe and effective step toward meeting the overwhelming unmet mental health needs in the US for over 30 years.  We are excited that the passage of HB-1701 in Colorado, now means that psychologists in Colorado have the opportunity to be part of this growing field.

The program is designed to meet the didactic requirements as laid out by the American Psychological Association and the state of Colorado for the training of prescribing psychologists.

• Program Highlights
• Learning Outcomes
• Tuition and Funding
• Admission Process and Deadline
• Admission Requirements

Becoming a prescribing psychologist doesn't just give you the power to prescribe medication, but also the power to unprescribe medication when the patient has reached their sustainable clinical goals to prevent medication overuse, reduce patient costs, and the impact of side effects. Our program will teach you to do both.

The program is primarily online, with the exception of a 1 week intensive on campus course in the summer between year 1 and 2 covering physical assessment and lab analysis. The program is designed for working professionals with weekly synchronous online class meetings, and asynchronous work. Academic year semesters will be divided into 8 week terms, with 2 classes per semester (so that students will take 2 courses per semester, but they take them sequentially rather than simultaneously). Courses are generally required to be completed in the order listed below, though exceptions could be made in unique situations.

The Psychopharmacology curriculum

The program is designed to meet the didactic requirements as laid out by the American Psychological Association and the state of Colorado for the training of prescribing psychologists. Complete the required courses in order:

• Clinical Science 1: Basic Science
• Clinical Science 2: Neuroscience
• Pathology and Pathophysiology
• Clinical Medicine
• Applied Clinical Science
• Pharmacology
• Clinical Pharmacology
• Neuropharmacology & Neurotherapeutics
• Clinical Psychopharmacology 1
• Clinical Psychopharmacology 2
• Professional & Ethical Issues

Third Year Clinical Psychopharmacology Fellowship Certificate

If you are on the Clinical Licensing Track and intend to pursue licensure, you will also need to complete the 3rd year Psychopharmacology Fellowship Certificate. This is designed to meet the supervised practice requirements of the state of Colorado. It is a period of not less than 12 months with a minimum of 750 hours with 150 unique patients . For those wishing to have a geriatric or pediatric special population endorsement for their Colorado license, 250 of those hours must be focused on the specific population desired (e.g. geriatric or pediatric).

Topics include:

• Observatory Fellowship – including physical assessment and integrative health components
• Prescribing Psychopharmacology Fellowship 1 – initial experience in supervised psychopharmacology practice
• Prescribing Psychopharmacology Fellowship 2 – expanded experience in supervised psychopharmacology practice

Program Objectives

Goal #1: prepare students to use clinical psychopharmacology scientific research., objectives for mscp goal #1:.

• 1a.Students will acquire knowledge of basic research methods in clinical psychopharmacology.
• 1b.Students will acquire basic understanding of statistical analytic methods in clinical psychopharmacology.
• 1c. Students will be able to read and integrate empirical research into their clinical psychopharmacology practice.

Competencies for Goal 1 Objectives:

• Demonstrate entry-level ability to review, integrate, and critically evaluate research in clinical psychopharmacology.
• Demonstrate entry-level ability to understand and share scientific psychopharmacology research findings to peers and patients.
• Demonstrate critical and integrative thinking skills as well as intellectual curiosity.

Goal #2: Students will be trained to be capable entry-level practitioners of clinical psychopharmacology information.

Objectives for goal #2:.

• 2a. Students will acquire information about human anatomy and physiology, pharmacology, and neuroscience.
• 2b. Students will acquire knowledge of theory and research to understand psychological disorders in the context of multi-dimensional aspect of physical health and illness.
• 2c. Students will acquire knowledge of theory and research and related skills to conduct effective evidence-based psychopharmacological assessment and psychopharmacological interventions.
• 2d. Students will acquire knowledge regarding the application of ethical concepts and awareness regarding professional activities.
• 2e. Students will be knowledgeable and sensitive to individual, group, and cultural differences in clinical practice.

Competencies for Goal 2 Objectives:

• Demonstrate entry-level knowledge of human anatomy, physiology, pharmacology and neuroscience.
• Demonstrate entry-level ability to diagnose psychological disorders in the context of physical health and illness.
• Demonstrate entry-level ability to conduct psychopharmacological and physical assessment.
• Demonstrate entry-level ability to select and deliver empirically-supported and evidence-based psychopharmacological interventions.
• Understand ethical principles and demonstrate ethical behavior in the application of clinical psychopharmacology practice.
• Demonstrate sensitivity to cultural and diversity issues and adapt clinical psychopharmacology practice accordingly.

PF_C Goal #1: Students will be trained to be competent as entry-level clinical psychopharmacology prescribers.

Objectives for pf_c goal #1:.

• 3a. Students will acquire basic knowledge of biopsychosocial principles and research relevant to clinical psychopharmacology.
• 3b. Students will acquire basic, entry-level skills to conduct diagnostic assessments, and provide psychopharmacology services in clinical psychology and integrated health settings.

Competencies for PF_C Goal #1 Objectives:

• Demonstrate knowledge of biopsychosocial principles in the application of psychopharmacology practice.
• Demonstrate knowledge of clinical psychopharmacology research and ability to integrate best-principles into practices.
• Demonstrate knowledge and entry-level skill in application of clinical psychopharmacology assessment and prescribing skills in clinical psychology and integrated health settings.

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Clinical Psychopharmacology MS students are accepted for Fall admission only. Applications by pre-doctoral applicants must submitted by July 15th. Post-doctoral candidates who submit by July 15th will receive priority consideration for admission and funding opportunities. Applications by post-doctoral candidates submitted after the deadline are considered on a rolling basis until the first day of the semester.

Application Materials

For applicants currently holding a phd or psyd in a mental health field:.

• Two letters of recommendation (must be from academic/professional sources)
• Arrange submission of official transcripts from all schools where graduate credit hours were taken
• Statement of purpose and goal of graduate study (Part 2, Question 6 on application).
• International students: Please contact International Education for requirements and guidance.

For pre-doctoral applicants:

• Three letters of recommendation (must be from academic/professional sources)
• Arrange submission of official transcripts from all schools where graduate and undergraduate credit hours were taken
• Professional De-identified Clinical Writing sample
• Optional: GRE score not required, but may be submitted to aid application file

University Graduate Admissions (How to Apply)

Post-doctoral Applicants

• Completion of a PsyD or PhD in a mental health field
• If licensed, must be in good standing.

Pre-doctoral Applicants

• Must be currently enrolled in a PsyD or PhD mental health program
• Must have successfully completed a minimum of 45 hours of graduate coursework in their mental health program with a minimum 3.0 GPA. As part of the graduate coursework requirement, the applicant must have evidence on their transcript that they completed the 5 courses below with a minimum of a B-/80% in each class:
• Psychopathology/Abnormal Psychology/Diagnostics
• Biological Bases of Behavior/Neuroscience
• Research Methods
• Clinical Assessment/Interviewing/Clinical Practicum

Other professionals

For unique situations, please contact the program director prior to the July 15th application deadline to discuss your qualifications further.

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Bouvé College of Health Sciences

Applied behavior analysis.

The Master of Science in Applied Behavior Analysis prepares graduates to become behavior analysts, serving in supervisory and consultant roles within schools, agencies, hospitals, and other organizations that seek to apply behavioral science to improve socially significant behaviors.

The MS in Applied Behavior Analysis program is verified by the Association for Behavior Analysis International (ABAI) as meeting the coursework requirements to sit for the 5th Edition Behavior Analyst Certification Board (BACB) exam. This online program includes seven core courses in behavior analysis plus an additional three courses that extend the student’s familiarity with clinical procedures and with the research supporting their use. Students are given the option of completing supervised fieldwork on their own or by enrolling in courses that provide supervision through the Concentrated Supervised Fieldwork option. 

Northeastern University became one of the first universities to offer a Master's degree in applied behavior analysis when it was created in 1976. In 2013, the MABA program became a fully online program which employs evidence-based practice in applied behavior analysis and online learning experiences. 

More Details

Unique features.

• Asynchronous online program with optional synchronous components, allows students to complete their degree in a way that works for their life and commitments
• Choose how to accrue your field work hours as required by the Behavior Analyst Certification Board

Program Objectives

This program was designed to prepare students to employ the principles and procedures derived from research to create meaningful change in the lives of their clients. This is achieved through in-depth exploration of foundational concepts such as classical and operant conditioning, reinforcement, motivating operations, stimulus control, and more. Advanced courses build upon this foundation, preparing graduates to address the most complex behavior problems and learning challenges.

Career Outlook

Many students become Board Certified Behavior Analysts (BCBAs) after graduation. Our graduates often go on to work in schools or private agencies, providing oversight of behavioral and educational programming for individuals with autism and related disabilities. Graduates also work in research or hospital settings, or they pursue terminal degrees in behavior analysis or related fields.

Accreditation Description

The Master’s program is verified by the Association for Behavior Analysis International (ABAI) as providing the course content required to sit for the BACB exam. See the data: BCBA Examination Pass Rates for Verified Course Sequences.

Testimonials

Greg lum, alumnus, catherine martin, alumna, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Application fee
• Two letters of recommendation
• Transcripts from all institutions attended
• Personal statement
• TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the Bouvé College of Health Sciences admissions process, policies, and required materials.

Admissions Dates

Students enroll in the fall and spring. Fall:  August 1 Spring:  December 15

We use rolling admissions. Applications will be reviewed after they are complete in our system.

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

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Northeastern's signature experience-powered learning model has been at the heart of the university for more than a century. It combines world-class academics with professional practice, allowing you to acquire relevant, real-world skills you can immediately put into action in your current workplace. This makes a Northeastern education a dynamic, transformative experience, giving you countless opportunities to grow as a professional and person.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Nicole M. Davis, PhD. BCBA LABA

Maeve Donnelly

Laura Dudley, PhD. BCBA-D LABA

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Psychology & Mental Health alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Behavior Analysis, Inc.
• Behavior Based Learning, LLC
• Boston Public Schools
• UMass Medical School
• The New England Center for Children

What They Do

• Healthcare Services
• Community and Social Services
• Business Development
• Entrepreneurship

What They're Skilled At

• Mental Health
• Psychotherapy
• Public Speaking

Learn more about Northeastern Alumni on  Linkedin .

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Is Getting a DPT Worth It?

Dr. Randi Elfrida Scott-McLaughlin

Psychologist , phd (she, her).

My Practice at a Glance

New York, NY 10027

• Individual Sessions $363
• Out of Network

Qualifications

• Verified by Psychology Today Licensed by State of New York / 026311 Dr. Randi Elfrida Scott-McLaughlin
• In Practice for 1 Year
• Attended Columbia University , Doctor of Philosophy , Graduated 2022

Specialties and Expertise

Top specialties.

• Transgender
• Career Counseling
• Life Transitions
• Marital and Premarital
• Men's Issues
• Mood Disorders
• Peer Relationships
• Personality Disorders
• Racial Identity
• Relationship Issues
• School Issues
• Self Esteem
• Self-Harming
• Sleep or Insomnia
• Spirituality
• Sports Performance
• Substance Use
• Testing and Evaluation
• Thinking Disorders
• Trauma and PTSD

Endorsement

Client Focus

Participants, communities, treatment approach, types of therapy.

• Acceptance and Commitment (ACT)
• Cognitive Behavioral (CBT)
• Culturally Sensitive
• Existential
• Integrative
• Internal Family Systems (IFS)
• Interpersonal
• Multicultural
• Person-Centered
• Psychodynamic
• Psychological Testing and Evaluation
• Structural Family Therapy
• Trauma Focused

Primary Location

Nearby areas.

• New York, NY

Neighborhoods

• Hamilton Heights

BC.EDU LINKS

• Boston College
• Campus Life
• Jesuit, Catholic
• Academic Calendar
• BC Magazine
• Directories
• Offices, Services, Resources
• Agora Portal
• Maps & Directions
• Departments
• Graduate Students
• Donnelly, Heather

Heather Donnelly

Ph.D. student

Email: [email protected]

Thesis Advisor

Xingchen (Tony) Wang

I am an ocean biogeochemist with an interest in how humans impact coastal ecosystems. My doctoral research aims to understand nitrogen cycling within corals and coral reefs as well as how anthropogenic influences affect nitrogen cycling in these systems by using stable isotopes (δ15N). One project I have aims to use nitrogen isotopes to detect differences between the corals with and without symbiotic zooxanthellae of the facultatively symbiotic coral Oculina arbuscula. Another project will determine how anthropogenic influences impact modern nitrogen cycling in the Gulf of Mexico using coral skeleton-bound δ15N and water nutrient samples from the Gulf of Mexico.

In my free time I enjoy SCUBA diving, kayaking, house plants, and hiking with my dog. Prior to attending Boston College for my PhD, I received two B.S. degrees in Marine Biology and Geological Oceanography with a minor in Underwater Archaeology from the University of Rhode Island where I conducted research on nitrous oxide emissions from different oyster species and received a M.Sc. in Soil and Water Sciences from the University of Florida where I studied the effect of oyster aquaculture and oyster reefs on sediment nitrogen cycling.

Why did you choose Boston College for your postgraduate work?

I chose Boston College for my PhD because of the amazing research happening in this department and the connection I felt with the people here (professors, grad students, and staff). Boston is a great city that is neither too small or too big, with lots of things to do in your free time.